During the last few years, a number of economists have studied the effects of employing different teaching resources on the performance of economics students. Despite widespread interest in the impact of various inputs on the amount learned by students, little attention has been devoted to the choice of output measure. This paper argues in favor of the use of a variety of measures in analyzing resource effectiveness. To illustrate the importance of this position, several resource allocation questions are considered: (1) Do experienced teachers do a better job of teaching economics than less experienced ones? (2) Are graduate students as effective at teaching economics as members of the faculty? (3) Does the hour at which an economics course is taught have any effect on student performance? The data to answer these questions were obtained from pre and post questionnaires administered to successive macroeconomic principles classes at Florida State University. A total of 301 students were included in the sample. (Author)